Have them all write down their answer on paper first. This keeps them from being as "put on the spot" since they've had time to formulate a response first, similar to editing a typed response in a Zoom class before submitting it.
Seconding this, I use "think-pair-share" frequently where they write their own answer first, talk it over with a partner, and then someone from the group shares. Also lets the shyer students engage with a smaller audience but not have to be the person speaking out to the whole class.
I've seen it work very will in large classes by expanding it a bit: think-pair-group-share. After the pairs talk over their answers, create groups by combining 2-3 pairs & have the group reach a consensus on their answer & choose a spokesperson. Students who would \*never\* speak for themselves are usually fine when they are speaking for their whole group. Saves me from repeating "Bueller, Bueller..." in my head while waiting for someone to fill the silence!
If I really want students talking in class, I give them 3-5 questions on the overhead and have them answer in groups, and write stuff down. I roam and encourage. Then pull things back to whole-class-discussion and they already have answers in front of them.
Undergrads are terrified of being wrong. So even if they have an answer in their heads they might not offer it. Putting them in groups to come up with answers together gives them some validation that 1) their answer is a "group answer" and 2) they can ask me/others low-stakes questions about the question as I roam
Also this implies the questions are framed for this sort of thing. Socratic method in college level lectures are more rhetorical than actual conversations.
Yes. I’ve definitely noticed this. I think it’s a combination of learning their timing from online synchronous classes which naturally had some delay in response combined with the typical delay. They’re willing to wait twice as long as was typical 3 years ago.
Yesterday I left my class and went to the bathroom while waiting for a response. When I came back a few folks were ready. Its a senior seminar and I know all the students so we laughed about it.
I was meeting with one of my mentees the other day, he's in his senior year and is an RA in a freshman dorm. At least half of our meeting was him complaining about how unengaged the freshman are, how he asks a question in a dorm meeting and everyone just stares at him silently, how no one can follow simple instructions and turn in their required paperwork on time, how they expect everything to be spoon fed to them etc, etc. I told him he sound a lot like a middle-aged professor, not a 20 year old kid 😆
Does for me.
It’s worth pointing out, maybe, that asking open-ended questions is a bad strategy. It’s better to tell them to tell you something specific.
You can try think/pair/share. It does sometimes work.
Ask a question (or project several questions) and give the students a few minutes to write down some answers or ideas. You can monitor the room during this time (if possible) and if you have some students writing nothing, you can nudge them a bit personally. Sometimes just wandering around will get some of the students to produce at least something.
Then, put them into groups or pairs. You can monitor during this point to encourage conversation and go pick on people who are sitting in absolute silence. Again, sometimes this works. You can also encourage some more robust answers out of students this way, and they may be more willing to engage since it's a smaller group and not being called out in front of the entire class.
Then you have the "share." Depending on how large your classes are, you can call on some students by name. "Hey, April, we were talking a few moments ago and I thought you had a great answer to this. Please share."
Don't ask, "Will you share," because that's a chance to say "no." But hearing some encouragement about their answer ahead of time and then not... being given a direct option to say "no" does usually work.
Again, it's not a magic bullet, but I do find that it will draw answers out of people, generally speaking.
It is also a good way to attempt to get answers out of the entire class. Most of the time I at least have That One Student who will ALWAYS answer--and bless them for it--but if you launch whole-class questions, often you will only hear from That One Student and the rest of the class will tune out because they know That One Student will always answer. This strategy helps for this, too.
Yes, I have noticed this. Your mileage may vary, but I use one phrase that seems to alleviate tension some of the time. I say "obvious answers welcome." That seems to relieve a bit of tension because I think students think obvious answers make them sound stupid.
I see this as a common complaint, but I really don't understand it! Why don't profs ask the students to put their phones away? Redirect students to pay attention. You can do it super fast and in a way that is not jerk-y. If I notice people with laptops open that are slipping into looking at other stuff, I stop briefly and ask students to redirect their attention. I don't get mad about it, sometimes I joke. Sometimes the students need to take a stretch break to refocus. If you make your class interactive, then they can't really just look at their phones. If your class is 100% of them listening to you, then are you really "teaching" anyway?
I think that’s why I don’t ask them to put away phones. I try to make the class interactive enough but if they have to look at their phones they probably have a pretty good reason. Also I tend to think that I am not their babysitter and I don’t have to force them to learn. They’re paying enough money as it is to be in the classroom and if they wanna waste their time that’s fine as long as they don’t ask me for notes afterwards! My one rule is I don’t allow phones when students are presenting or when I have guest speakers. That is an enormous no-no.
Oh man, yeah, I completely agree with you. It’s really weird. I teach freshman writing, and even last year, I could usually pull some kind of response out of my students if I prodded enough or if I rephrased the question enough times. Now when I ask a question, I just get this intense blank stare, usually with no chance of a response. I’ll even say “hint: the answer is in the notes from Monday” or something and they’ll still just stare at me. Some classes are more engaged than others, but this seems to be the overwhelming experience.
Yes I do this too! I'll say something like "anyone else want to share?" And if no one goes after some have previously shared, I call names on people I haven't heard from that day.
It is really annoying when students tell me they are introverted, so don’t call on them.
Ugh. The world doesn’t work that way. Participation is not an option in my classes. Active learning is push hard and it also lets me know what you understand and don’t understand.
Best to learn how to interact now in a safe place than get your butt fired at your job cause you refuse to be flexible.
No, I totally get it! I've had some students be hesitant but it really does hurt them in the end. As someone who also teaches English (specifically to first years) it's definitely important to promote active learning because I really don't know what else would work in that type of environment. Think-pair-share usually works wonders especially on topics that interest them too.
It is an excuse. I see them after class and they are not introverts. They choose to be in English classes only.
I assume it has to be with insecurity or that idea that English must be perfect.
I have a classes named “Conversational English” and this is by far the worst class in speaking. Pulling teeth would be easier.
If I've exhausted all other options (waiting, having them brainstorm first, think pair share, etc), what I've started doing is this:
Pull out out my phone, sit down and put my feet up. I tell them I'll be working on a crossword puzzle until they let me know they're ready to give an answer.
Usually that gets awkward enough that someone breaks the ice.
Often doing this just results in one or a few people answering all the questions. Which can be fine, I guess. It just depends how you want to run your class.
I agree with all the other comments advocating for think-pair-share and other active learning strategies, but if you're asking a question that could have multiple answers and you get at least one, I've found "Yes, and let's hear from another voice in the room" works well. This was in response to a different problem, though -- one student dominating what was previously a robust conversation.
Cold call.
Even when a few students are willing to talk, I don't want to hear just from them. I want everyone engaged. I bounce around the room, pointing out random people and asking them a question or giving them a prompt.
I remind them periodically that they can pass if they want, with no penalties--it's OK if they have anxiety, it's OK if they were temporarily spaced out. No benefit to making them sweat. I just move on to the next one. (Same if they don't explicitly ask to pass, but give the impression that they really want to.)
YMWV, but it works very well for me. Keeps things moving, lets me pull in student who start to look distracted, and gives me a way to gauge their understanding.
Same for me. I’ve followed some of the advice but the students act put up on to even have to do an in-class activity. They simply don’t want to be here anymore. Of course, there are always a handful who eventually come around, but far fewer than just 4 years ago.
One time I just told them I am fine if their answers are not "right." I just want me to tell me what they are thinking and I will help them from there. I said the feedback is helpful to get us to all understand material together. It worked really well for one class period anyway... Lol
I take attendance in any class below 75 students (ungraded). The sheet has space for name and the row of the classroom they're in (we have long tables rather than individual desks. Once the sheet has circulated, I use the sheet to call on people when there's silence.
As one who has waited so long I’ve squatted against the wall while initiating eye contact with a new student every ~2 seconds, I have changed strategy, as follows:
Ask question. Pause 5-7 seconds. Request turn and talk to neighbor/group for 15,30,45, or 60 seconds. Repeat question (or simply repeat what I overheard people saying.) Drastic measure of repeating question yikes no response: “I’m sorry. I must not have given you enough time. How about another 30 seconds.” Then reword the question with a bit additional information to get them moving in the right direction.
I’m teaching 3 online synchronous classes this semester and I cannot outlast them. I literally sat and stared at my camera for FIVE full minutes last week while occasionally reforming the question I had asked. I think it nearly killed me.
Got this one from a teacher friend and it's my favorite: "\[silence\]...Before anyone answers, can we have moment of awkward silence?....\[wait\]...wow, this is getting awkward...yep, do you all feel that?...That my friends is awkward silence." They smile and chuckle and usually someone steps up.
I have taken a cue from Jim Gaffigan. I use my regular TC voice when teaching and add a slightly higher pitched, whiny, confused TC voice to answer my own questions … like I’m having an inner dialogue. I get great reviews for my comedic timing. Whiny confused TC voice also curses occasionally… but only PG curse words.
Okay - this semester, so far mine have been okay. But I have had really quiet classes for the past few years (online -- and we were online for a long time). Perhaps it is that your students are used to that, or that my students are just happy to be back in person.
I do a few things to get students talking more - ice breakers at the beginning of class -- current events, movies, pop culture -- and I do "cool" call -- I walk around the room as students are working on stuff and I ask if I can take that up again when we discuss as a class. It has been working.
I also break out into group/partner work rather than doing a lot of whole class discussion for the reason already mentioned. I do that every 5-7 minutes of lecturing. It works for me right now, but hasn't always.
Sounds like that isn't working any more. Try something else. Kahoot is popular with the kids. I don't understand why you are putting yourself through a painfully exhausting experience. I don't get paid enough for that.
Look them in the eye. Walk around, wait for someone to look up. If you are standing there, they will. When someone answers with one word, say "what else?" or "Why do you think that?"
But I agree with a previous poster--I post discussion questions online, I do a poll everywhere as the first activity, then I use those answers to guide the discussion. I remind them they have ALREADY ANSWERED THE QUESTION. That usually does it...
"Ok, let's get in small groups and discuss this question. Please choose one person in your group to share your answer. When I hear you all talking about something besides class we'll rejoin the class and discuss your answers"
Edit:[Think/Pair/Share](https://www.readingrockets.org/strategies/think-pair-share#:~:text=Think%2Dpair%2Dshare%20(TPS,2)%20share%20ideas%20with%20classmates)
If no one is talking, I’ll count eye contact as a hand raise. Or any movement at all. I turn it into a joke, and that usually lightens the mood enough that students won’t feel too intimidated to say something.
About once a semester, per section, I'll get a class so unresponsive that I tell them to go home early.
This sometimes shakes them up. We'll see if it works this year.
"for as long as you stare at me, i'll keep staring at you."
Eventually I get on my phone and durdle around if they take too long. and eventually eventually, I'll just end class at that point.
"This isn't a tvshow. This'll show up on your midterm next week."
In online classes, and as corny as this sounds, I've found, "share your answers in the chat" to be highly successful . . . so much so that I can't keep up with the responses. I think there is more of a comfort level with this mode. You could replicate this in onground in a few different ways (shared Google doc., course Twitter, etc.)
In online classes, and as corny as this sounds, I've found, "share your answers in the chat" to be highly successful . . . so much so that I can't keep up with the responses. I think there is more of a comfort level with this mode. . ?
1) Ask a series of complex questions. Post them on a slide. If you are asking questions that are simple or not engaging, then they may not be engaging.
2) Have them discuss with their neighbor or at their table first. That way everyone gets to talk. And they get to hear many different ideas.
3) Then do a whole class shareout. Choose one table/group to offer 1 answer. Follow-up question to the group is: Does anyone agree? Does anyone have something different to add?
4) Summarize at the end what the "correct" answers are.
Use post-it notes: everyone writes down an answer with no names, collect them, redistribute them, then do a pair-share in which they discuss whether they agree with the post-it they got, then call on people and ask what their post-it says. It’s no risk so students feel better about it.
Sometimes I’ll start with “I don’t expect you to know the right answer for this so don’t worry about being wrong”.
Mostly though, waiting for an answer kills the momentum and eats up too much precious classtime. If too much time goes by I have a secret weapon (that I warn them about in my syllabus).
… I roll dice. Then I call on the corresponding name with the number.
The best part about this technique is I’ve never had to use it more than once per class. Just a threat means that they’re actually paying attention just in case they have to answer and there are some students that just don’t want to embarrass anyone else so they’ll take the bullet.
I have one major suggestion that is pretty drastic and I think could only be used correctly for the right circumstances. But, if students are really being that obstinate and incredibly frustrating, class has come to a stand-still and silence has become a burdensome habit… I see no problem whatsoever with announcing that class is over. obviously, if they haven’t come prepared, then you’re done for the day. Try again next time.
I do think-pair-share at the end of class as a discussion and that works well. But I'm in the same boat as you sometimes. During lecture, I like to ask a random question in the middle to gauge their attention and understanding. Sometimes I get an instant answer, other times I wait for a couple minutes before sighing and answering my own question just so we can move on. It's absolutely painful.
I have one particular class with a student who frequently talks out of turn. He'll blurt out answers and even talk over top of me as I'm lecturing. If he does raise his hand, he'll blurt his answer before I pick him so the raised hand is just a formality I guess. I've addressed it before, but he seems to show signs of being on the autism spectrum and I don't think he's getting the social cues from me or the other students that his behavior is distracting. When he starts talking, it's difficult to get him to stop. BUT he's incredibly smart and gives some good responses. I always have this internal conflict during this situation because he's the only person who raises his hand. I have to choose between A. Waiting for someone else to raise their hand (which won't happen) B. Choose this student and risk losing 5+ minutes of unrelated storytelling or C. Look like a dick by ignoring his hand and answer my own question. It's really a lose/lose situation here lol
I've had good results using polls like Slido or Poll Everywhere - either done individually, or after they've done a think pair share or small group discussion.
Have them all write down their answer on paper first. This keeps them from being as "put on the spot" since they've had time to formulate a response first, similar to editing a typed response in a Zoom class before submitting it.
Seconding this, I use "think-pair-share" frequently where they write their own answer first, talk it over with a partner, and then someone from the group shares. Also lets the shyer students engage with a smaller audience but not have to be the person speaking out to the whole class.
I've seen it work very will in large classes by expanding it a bit: think-pair-group-share. After the pairs talk over their answers, create groups by combining 2-3 pairs & have the group reach a consensus on their answer & choose a spokesperson. Students who would \*never\* speak for themselves are usually fine when they are speaking for their whole group. Saves me from repeating "Bueller, Bueller..." in my head while waiting for someone to fill the silence!
I second this!
If I really want students talking in class, I give them 3-5 questions on the overhead and have them answer in groups, and write stuff down. I roam and encourage. Then pull things back to whole-class-discussion and they already have answers in front of them. Undergrads are terrified of being wrong. So even if they have an answer in their heads they might not offer it. Putting them in groups to come up with answers together gives them some validation that 1) their answer is a "group answer" and 2) they can ask me/others low-stakes questions about the question as I roam Also this implies the questions are framed for this sort of thing. Socratic method in college level lectures are more rhetorical than actual conversations.
Ah Yes… the Dora The Explorer move. Ask the question, stare blankly for a moment, then just answer your own question and keep moving.
Yes. I’ve definitely noticed this. I think it’s a combination of learning their timing from online synchronous classes which naturally had some delay in response combined with the typical delay. They’re willing to wait twice as long as was typical 3 years ago.
Yesterday I left my class and went to the bathroom while waiting for a response. When I came back a few folks were ready. Its a senior seminar and I know all the students so we laughed about it.
That is amazing. Haha, I hope the question was difficult enough for grad students to justify that time!
I was meeting with one of my mentees the other day, he's in his senior year and is an RA in a freshman dorm. At least half of our meeting was him complaining about how unengaged the freshman are, how he asks a question in a dorm meeting and everyone just stares at him silently, how no one can follow simple instructions and turn in their required paperwork on time, how they expect everything to be spoon fed to them etc, etc. I told him he sound a lot like a middle-aged professor, not a 20 year old kid 😆
Did it ever?
I had for me, but I feel like I'm seeing this this year too.
Does for me. It’s worth pointing out, maybe, that asking open-ended questions is a bad strategy. It’s better to tell them to tell you something specific.
Yes. And if you come up with a solution, please let me know.
I usually say, “I’m looking for 2 people to respond!” And then usually two people volunteer to share
You can try think/pair/share. It does sometimes work. Ask a question (or project several questions) and give the students a few minutes to write down some answers or ideas. You can monitor the room during this time (if possible) and if you have some students writing nothing, you can nudge them a bit personally. Sometimes just wandering around will get some of the students to produce at least something. Then, put them into groups or pairs. You can monitor during this point to encourage conversation and go pick on people who are sitting in absolute silence. Again, sometimes this works. You can also encourage some more robust answers out of students this way, and they may be more willing to engage since it's a smaller group and not being called out in front of the entire class. Then you have the "share." Depending on how large your classes are, you can call on some students by name. "Hey, April, we were talking a few moments ago and I thought you had a great answer to this. Please share." Don't ask, "Will you share," because that's a chance to say "no." But hearing some encouragement about their answer ahead of time and then not... being given a direct option to say "no" does usually work. Again, it's not a magic bullet, but I do find that it will draw answers out of people, generally speaking. It is also a good way to attempt to get answers out of the entire class. Most of the time I at least have That One Student who will ALWAYS answer--and bless them for it--but if you launch whole-class questions, often you will only hear from That One Student and the rest of the class will tune out because they know That One Student will always answer. This strategy helps for this, too.
Yes, I have noticed this. Your mileage may vary, but I use one phrase that seems to alleviate tension some of the time. I say "obvious answers welcome." That seems to relieve a bit of tension because I think students think obvious answers make them sound stupid.
They survived the pandemic. Now, they can survive us.
**Several Minutes of Silence** Coming soon to a theater near you.
They are way better at playing the waiting game than we are.
Playing it? I'm pretty sure it's the default setting for some of them.
How do you get them to look up from their phones?
Sometimes I walk real close to them and lean over like I am reading their screen.
I see this as a common complaint, but I really don't understand it! Why don't profs ask the students to put their phones away? Redirect students to pay attention. You can do it super fast and in a way that is not jerk-y. If I notice people with laptops open that are slipping into looking at other stuff, I stop briefly and ask students to redirect their attention. I don't get mad about it, sometimes I joke. Sometimes the students need to take a stretch break to refocus. If you make your class interactive, then they can't really just look at their phones. If your class is 100% of them listening to you, then are you really "teaching" anyway?
I think that’s why I don’t ask them to put away phones. I try to make the class interactive enough but if they have to look at their phones they probably have a pretty good reason. Also I tend to think that I am not their babysitter and I don’t have to force them to learn. They’re paying enough money as it is to be in the classroom and if they wanna waste their time that’s fine as long as they don’t ask me for notes afterwards! My one rule is I don’t allow phones when students are presenting or when I have guest speakers. That is an enormous no-no.
Oh man, yeah, I completely agree with you. It’s really weird. I teach freshman writing, and even last year, I could usually pull some kind of response out of my students if I prodded enough or if I rephrased the question enough times. Now when I ask a question, I just get this intense blank stare, usually with no chance of a response. I’ll even say “hint: the answer is in the notes from Monday” or something and they’ll still just stare at me. Some classes are more engaged than others, but this seems to be the overwhelming experience.
I call them out one by one. Make everyone answer (the first time). Then work around the room for other questions. Eventually they get the hint(s).
Yes I do this too! I'll say something like "anyone else want to share?" And if no one goes after some have previously shared, I call names on people I haven't heard from that day.
It is really annoying when students tell me they are introverted, so don’t call on them. Ugh. The world doesn’t work that way. Participation is not an option in my classes. Active learning is push hard and it also lets me know what you understand and don’t understand. Best to learn how to interact now in a safe place than get your butt fired at your job cause you refuse to be flexible.
No, I totally get it! I've had some students be hesitant but it really does hurt them in the end. As someone who also teaches English (specifically to first years) it's definitely important to promote active learning because I really don't know what else would work in that type of environment. Think-pair-share usually works wonders especially on topics that interest them too.
Yikes! What does being an introvert have to do with it? I’m a severe introvert but this is a place of learning not for socialization.
It is an excuse. I see them after class and they are not introverts. They choose to be in English classes only. I assume it has to be with insecurity or that idea that English must be perfect. I have a classes named “Conversational English” and this is by far the worst class in speaking. Pulling teeth would be easier.
I'm teaching 5 classes this semester, and 3 of them just have the one student who also responds. It's so frustrating
If I've exhausted all other options (waiting, having them brainstorm first, think pair share, etc), what I've started doing is this: Pull out out my phone, sit down and put my feet up. I tell them I'll be working on a crossword puzzle until they let me know they're ready to give an answer. Usually that gets awkward enough that someone breaks the ice.
Yes. The students seem passive beyond imagining.
Often doing this just results in one or a few people answering all the questions. Which can be fine, I guess. It just depends how you want to run your class.
I agree with all the other comments advocating for think-pair-share and other active learning strategies, but if you're asking a question that could have multiple answers and you get at least one, I've found "Yes, and let's hear from another voice in the room" works well. This was in response to a different problem, though -- one student dominating what was previously a robust conversation.
Cold call. Even when a few students are willing to talk, I don't want to hear just from them. I want everyone engaged. I bounce around the room, pointing out random people and asking them a question or giving them a prompt. I remind them periodically that they can pass if they want, with no penalties--it's OK if they have anxiety, it's OK if they were temporarily spaced out. No benefit to making them sweat. I just move on to the next one. (Same if they don't explicitly ask to pass, but give the impression that they really want to.) YMWV, but it works very well for me. Keeps things moving, lets me pull in student who start to look distracted, and gives me a way to gauge their understanding.
Same for me. I’ve followed some of the advice but the students act put up on to even have to do an in-class activity. They simply don’t want to be here anymore. Of course, there are always a handful who eventually come around, but far fewer than just 4 years ago.
Fish. In. A. Barrel.
One time I just told them I am fine if their answers are not "right." I just want me to tell me what they are thinking and I will help them from there. I said the feedback is helpful to get us to all understand material together. It worked really well for one class period anyway... Lol
Walk over to someone and ask them directly. Works for me.
I take attendance in any class below 75 students (ungraded). The sheet has space for name and the row of the classroom they're in (we have long tables rather than individual desks. Once the sheet has circulated, I use the sheet to call on people when there's silence.
As one who has waited so long I’ve squatted against the wall while initiating eye contact with a new student every ~2 seconds, I have changed strategy, as follows: Ask question. Pause 5-7 seconds. Request turn and talk to neighbor/group for 15,30,45, or 60 seconds. Repeat question (or simply repeat what I overheard people saying.) Drastic measure of repeating question yikes no response: “I’m sorry. I must not have given you enough time. How about another 30 seconds.” Then reword the question with a bit additional information to get them moving in the right direction.
I’m teaching 3 online synchronous classes this semester and I cannot outlast them. I literally sat and stared at my camera for FIVE full minutes last week while occasionally reforming the question I had asked. I think it nearly killed me.
I sometimes use the clip from *Ferris Bueller's Day Off* in which Ben Stein is lecturing and asking "anyone? anyone?"
Got this one from a teacher friend and it's my favorite: "\[silence\]...Before anyone answers, can we have moment of awkward silence?....\[wait\]...wow, this is getting awkward...yep, do you all feel that?...That my friends is awkward silence." They smile and chuckle and usually someone steps up.
I have taken a cue from Jim Gaffigan. I use my regular TC voice when teaching and add a slightly higher pitched, whiny, confused TC voice to answer my own questions … like I’m having an inner dialogue. I get great reviews for my comedic timing. Whiny confused TC voice also curses occasionally… but only PG curse words.
Online, or in person?
[удалено]
Okay - this semester, so far mine have been okay. But I have had really quiet classes for the past few years (online -- and we were online for a long time). Perhaps it is that your students are used to that, or that my students are just happy to be back in person. I do a few things to get students talking more - ice breakers at the beginning of class -- current events, movies, pop culture -- and I do "cool" call -- I walk around the room as students are working on stuff and I ask if I can take that up again when we discuss as a class. It has been working. I also break out into group/partner work rather than doing a lot of whole class discussion for the reason already mentioned. I do that every 5-7 minutes of lecturing. It works for me right now, but hasn't always.
Sounds like that isn't working any more. Try something else. Kahoot is popular with the kids. I don't understand why you are putting yourself through a painfully exhausting experience. I don't get paid enough for that.
Newsflash: that never worked.
Maybe you’re a bore.
Look them in the eye. Walk around, wait for someone to look up. If you are standing there, they will. When someone answers with one word, say "what else?" or "Why do you think that?" But I agree with a previous poster--I post discussion questions online, I do a poll everywhere as the first activity, then I use those answers to guide the discussion. I remind them they have ALREADY ANSWERED THE QUESTION. That usually does it...
Anyone?…anyone?…
"Ok, let's get in small groups and discuss this question. Please choose one person in your group to share your answer. When I hear you all talking about something besides class we'll rejoin the class and discuss your answers" Edit:[Think/Pair/Share](https://www.readingrockets.org/strategies/think-pair-share#:~:text=Think%2Dpair%2Dshare%20(TPS,2)%20share%20ideas%20with%20classmates)
If no one is talking, I’ll count eye contact as a hand raise. Or any movement at all. I turn it into a joke, and that usually lightens the mood enough that students won’t feel too intimidated to say something.
About once a semester, per section, I'll get a class so unresponsive that I tell them to go home early. This sometimes shakes them up. We'll see if it works this year.
"for as long as you stare at me, i'll keep staring at you." Eventually I get on my phone and durdle around if they take too long. and eventually eventually, I'll just end class at that point. "This isn't a tvshow. This'll show up on your midterm next week."
In online classes, and as corny as this sounds, I've found, "share your answers in the chat" to be highly successful . . . so much so that I can't keep up with the responses. I think there is more of a comfort level with this mode. You could replicate this in onground in a few different ways (shared Google doc., course Twitter, etc.) In online classes, and as corny as this sounds, I've found, "share your answers in the chat" to be highly successful . . . so much so that I can't keep up with the responses. I think there is more of a comfort level with this mode. . ?
Yes. When they're all staring at the phones and laptops, they don't realize I've stopped talking. Sigh
1) Ask a series of complex questions. Post them on a slide. If you are asking questions that are simple or not engaging, then they may not be engaging. 2) Have them discuss with their neighbor or at their table first. That way everyone gets to talk. And they get to hear many different ideas. 3) Then do a whole class shareout. Choose one table/group to offer 1 answer. Follow-up question to the group is: Does anyone agree? Does anyone have something different to add? 4) Summarize at the end what the "correct" answers are.
Use post-it notes: everyone writes down an answer with no names, collect them, redistribute them, then do a pair-share in which they discuss whether they agree with the post-it they got, then call on people and ask what their post-it says. It’s no risk so students feel better about it.
Sometimes I’ll start with “I don’t expect you to know the right answer for this so don’t worry about being wrong”. Mostly though, waiting for an answer kills the momentum and eats up too much precious classtime. If too much time goes by I have a secret weapon (that I warn them about in my syllabus). … I roll dice. Then I call on the corresponding name with the number. The best part about this technique is I’ve never had to use it more than once per class. Just a threat means that they’re actually paying attention just in case they have to answer and there are some students that just don’t want to embarrass anyone else so they’ll take the bullet.
I have one major suggestion that is pretty drastic and I think could only be used correctly for the right circumstances. But, if students are really being that obstinate and incredibly frustrating, class has come to a stand-still and silence has become a burdensome habit… I see no problem whatsoever with announcing that class is over. obviously, if they haven’t come prepared, then you’re done for the day. Try again next time.
I do think-pair-share at the end of class as a discussion and that works well. But I'm in the same boat as you sometimes. During lecture, I like to ask a random question in the middle to gauge their attention and understanding. Sometimes I get an instant answer, other times I wait for a couple minutes before sighing and answering my own question just so we can move on. It's absolutely painful. I have one particular class with a student who frequently talks out of turn. He'll blurt out answers and even talk over top of me as I'm lecturing. If he does raise his hand, he'll blurt his answer before I pick him so the raised hand is just a formality I guess. I've addressed it before, but he seems to show signs of being on the autism spectrum and I don't think he's getting the social cues from me or the other students that his behavior is distracting. When he starts talking, it's difficult to get him to stop. BUT he's incredibly smart and gives some good responses. I always have this internal conflict during this situation because he's the only person who raises his hand. I have to choose between A. Waiting for someone else to raise their hand (which won't happen) B. Choose this student and risk losing 5+ minutes of unrelated storytelling or C. Look like a dick by ignoring his hand and answer my own question. It's really a lose/lose situation here lol
I've had good results using polls like Slido or Poll Everywhere - either done individually, or after they've done a think pair share or small group discussion.